- 1. Presented by Jessica Barrington Winter 2012
2. Differentiation is multi-purposeMeant to meet the needs of
all learnersDifferentiation is goal oriented 3.
RigorousRelevantFlexibleComplex 4. Extend the concept to Negotiate
the evaluativeother areas criteria Integrate more than one Use more
authenticsubject or skillapplications to the real Increase the
number ofworldvariables/facets Analyze the action or Work
independentlyobject Add an unexpected Argue againstelement to the
processsomething that isor productcommonly accepted Identify the
bias or Work with the ethicalprejudice in somethingside of a topic
Defend your work 5. Content-KUDOs Process Product Affect 6.
Curriculum, concepts, overall themes Focus on concepts that are
essential tolearning Begin with Pre-Assessment Give students a
choice Match resources with level ofunderstanding 7.
ReadinessInterestLearningProfile 8. Blooms Taxonomy 9. Created in
1956 byBenjamin Bloom Includes the mostcommon intellectuallevels of
learningwithin a classroom Revised in the 1990s Recently revised
onceagain- web 2.0applications 10. KNOWLEDGECOMPREHENSION Lowest
level of thinking Goal is to understand Goal is to know it Example:
Identify the Example: Name the U.S. Presidents of the
U.S.Presidents 11. APPLICATIONANALYSIS Do something with what was
Deconstruct an idea/conceptlearned Critically evaluate the Example:
Order the conceptPresidents by date in office Example: Compare and
contrast the electoral process in America to the process in the
country of your choice 12. EVALUATION SYNTHESIS Determine the worth
or Invent or Reinventvalue- judgment Requires creative thinking
Example: In regards to Example: Write a letter tostimulating thethe
President suggestingeconomy, which President ideas to improve thedo
feel was most successful. economy or value of theWhy? Back your
argumentAmerican dollar.with fact. 13. Student interests can be
determinedusing a survey Can be a way in which to deliver
thecontent- skills, topics, etc. 14. VERBAL LINGUISTIC
LOGICAL/MATHEMATICAL Enjoy oral/written language Love numbers
Communicates well through Think conceptuallywriting or speaking
Able to see patterns Like to read Good at problem solving Learn
best by and reasoninglistening, discussing, readin Natural
analystsg, telling, and writing 15.
VISUAL/SPATIALBODILY/KINESTHETIC Able to make mental Expression
throughpicturesmovement Makes use of graphic Well developed large
andorganizers, pictures, webs,fine motor skillsdiagrams, etc. Learn
throughaction, hands-onactivities, manipulation 16.
MUSICALINTERPERSONAL May or may not have People peoplemusical
skills Can feel others emotions Rhythm, pitch, tone, and Natural
Leadersmusical patterns evoke a Works with othersresponse 17.
INTRAPERSONALNATURALIST Thoughtful and reflective Street smart
Independent Connect with the natural Prefer to work alone Goal
setters world Inherent understanding of self Make observationsand
others Like to figure out how things work and to investigateEvery
human has four endowments- selfIn all things of nature there is
awareness, conscience, independsomething of the marvelous. ent
will, and creative imagination. ~ Aristotle These give us the
ultimate human freedomthe power to choose, to respond, to change..~
Stephen R. Covey 18. How can we meet their needs? 19. Ableto retain
Accelerated learning Deep understanding Curious Vocabulary Ability
to do things differently Creative Abstract thinkers Critical
thinkers Persistent 20. HIGH ACHIEVER GIFTED LEARNER Asks the
questions Knows the answers Highly curious Is interested and
attentive Intellectually engaged Has good ideas Has original ideas
Commits time and effort to Performs with easelearning Responds with
detail and unique Answers questions Absorbs information
perspectives Is a top student Creates new and original Needs 6-8
repetitions for productsmastery Needs 1-2 repetitions for Completes
assignments mastery Prefers sequential presentation Constructs
abstractionsof information Draws inferences Is pleased with own
learning In innovative and insightful Is highly self-critical
Thrives on complexity 21. Flexible grouping FormativeAssessments
Matched Resources Choice Exit Points 22. Task: Analyze two
perspectives, summarizethe perspectives presenting critical facts
foreach Extend: Examine at least twoperspectives, determine
yourposition, summarize your position, andsupport your position
with facts about globalwarming Modify: List perspectives and
critical facts onglobal warming on a graphic organizerHeacox 2009
23. Sousa, David A., and Carol A. Tomlinson.Differentiation and the
Brain: HowNeuroscience Supports the Learner-friendly Classroom.
Bloomington, IN:Solution Tree, 2011. Print. Heacox, Diane. Making
Differentiation aHabit: How to Ensure Success inAcademically
Diverse Classrooms.Minneapolis, MN: Free Spirit Pub., 2009.Print.
24. Heacox,Diane. Differentiating Instructionin the Regular
Classroom: How to Reachand Teach All Learners, Grades
3-12.Minneapolis, MN: Free Spirit Pub., 2002.Print. Wormeli, Rick.
Differentiation: FromPlanning to Practice, Grades 6-12.Portland,
Me.: Stenhouse, 2007. Print.
